Professional Identity Of Female Engineering Graduates:An Exploration Of Identity Status Through Life History Research

The number of students entering engineering programmes is too low to meet the need for engineering graduates. Still, many leave for jobs outside the technical sector right after graduation. Professional identity is a concept that helps to explain why they stay in or leave the technical sector (Cech 2014). It is the result of the process of professional socialisation. This study uses life history research to understand the professional socialisation of engineering graduates from kindergarten age until a few years after graduation. An analysis of the life experiences of male and female engineering graduates shows differences in how they describe moments of choice, reflecting different professional identity statuses of male and female graduates.</p

Process competences to incorporate in higher education curricula

This study reports on a survey on project managers' priorities. The survey used ISO 21500 as a scaffold to ask various respondents, like junior, experienced, and senior project managers, project sponsors, and students, to share their perceptions on the priorities for junior project managers. The respondent groups shared similar perceptions. Furthermore, project type and sector had little effect on junior project managers' priorities. Experienced and senior project managers shared their own priorities as well. The perceptions of priorities for junior, experienced, and senior project managers were mostly alike. However, experienced and senior project managers' priorities seemed slightly more affected by project type and sector. A session with experts in project management and teaching project management highlighted that the results for junior project managers could provide accents for introducing project management to students in higher education, provided the entire playing field of project management is also introduced.</p

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior

The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra- vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance

Leerprocessen en leerpatronen

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Zelfregulatie van leerprocessen van docenten in opleiding in nieuwe opleidingsarrangementen

Studenten in de lerarenopleidingen krijgen in toenemende mate te maken met opleidingsarrangementen waarin zij een grotere rol dan voorheen krijgen in het sturen van hun leerprocessen. De vraag is echter of alle docenten-in-opleiding (dio’s) in voldoende mate beschikken over de vereiste regulatievaardigheden om verantwoordelijkheid te dragen voor de planning, sturing en beoordeling van hun leerproces. Daarnaast is het onduidelijk of in de huidige experimentele opzetten van dit soort nieuwe opleidingsarrangementen op voldoende systematische wijze wordt gewerkt aan het ontwikkelen van dergelijke vaardigheden, die van groot belang zijn voor hun verdere professionele ontwikkeling. Onderzoek naar zelfregulatie van leerprocessen (Iran-Nejad, 1990; Vermunt, 1998; Pintrich, 2002) heeft belangrijke activiteiten en processen van zelfregulatie geïdentificeerd en het belang aangetoond van zelfregulatie bij het voorspellen van leerprestaties. Deze studies beperken zich echter tot leerlingen en studenten in het reguliere basis-, voortgezet en hoger onderwijs. Er is nog weinig bekend over de aard en processen van zelfregulatie bij complexere leerprocessen, evenmin over de wijze waarop de zelfsturing in zulke opleidingsarrangementen kan worden geoptimaliseerd. De hoofdvraag van het onderzoek is: Wat is een goede didactische manier om systematisch de kwaliteit van zelfregulatie van het leerproces van dio’s te stimuleren? In de eerste studie testen we een instrument om de kwaliteit van zelfregulatie bij 20 dio’s te bepalen. Dit instrument (weekrapport) is ontwikkeld aan de hand van een literatuurstudie en twee pilot studies. In dit weekrapport wordt dio’s gevraagd om aan de hand van elf vragen elke week een leerervaring te beschrijven. Het instrument wordt gevalideerd met behulp van een aanvullend interview en de analyse van het portfolio dat dio’s bijhouden. Fenomenografische analyse zal worden gebruikt om verschillende regulatieactiviteiten en –strategieën bij docenten in opleiding te identificeren

Process competences to incorporate in higher education curricula

This study reports on a survey on project managers' priorities. The survey used ISO 21500 as a scaffold to ask various respondents, like junior, experienced, and senior project managers, project sponsors, and students, to share their perceptions on the priorities for junior project managers. The respondent groups shared similar perceptions. Furthermore, project type and sector had little effect on junior project managers' priorities. Experienced and senior project managers shared their own priorities as well. The perceptions of priorities for junior, experienced, and senior project managers were mostly alike. However, experienced and senior project managers' priorities seemed slightly more affected by project type and sector. A session with experts in project management and teaching project management highlighted that the results for junior project managers could provide accents for introducing project management to students in higher education, provided the entire playing field of project management is also introduced.Design & Construction Managemen

The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior

The relationships that students have with teachers and peers are important for their academic, social, and behavioral development. How teachers relate to students may affect students’ peer relationships and thereby foster or hamper students’ development. To shed more light on the teacher’s role with respect to peer relationships, this meta-analysis assessed the association between the quality of teacher–student and peer relationships (n = 297 studies; n = 1,475 unique effect sizes). We took student behavior into account, as it is known to affect both types of relationship. In addition, design characteristics such as positive versus negative aspects of relationships, type of informants, and educational level were considered. Results showed that negative aspects of the teacher–student relationship in particular were predictive of peer relationships. Moreover, teacher–student relationship quality partially mediated the association between student behavior and peer relationships. For teachers, preventing or reducing negative aspects in their relationships with students who have behavioral problems can positively affect classroom peer relationships